1. The most influential reports on the state of higher education in the last five years have been The National Institute of Education's Study Group on the Conditions of Excellence in Higher Education (1984); the Association of American Colleges' Project on Redefining the Meaning and Purpose of Baccalaureate Education (1985); the report by the Carnegie Foundation for the Advancement of Teaching on the undergraduate experience in American (1987); the "Governor's 1991 Report on Education;" and the recent best-selling books, The Closing of the American Mind by Allan Bloom (1987) and Cultural Literacy by E. D. Hirsch (1987).[Back]

2. The subjects mentioned many of the distinctive elements of Vedic Science based education, including the practical technologies for the development of consciousness from Vedic Science; the integrated view of knowledge provided by the Science of Creative Intelligence; the emphasis which all students, faculty, and staff place on personal development; and the high quality of friendships and human interactions among the staff, faculty, and students. No one of these elements, however, emerged as primary. As Gelderloos reports, "On the basis of the reports of the students, it seems likely that no one individual element is responsible for personal growth. It seems rather to be the outcome of all the various elements together: the practice of the Maharishi Technology of the Unified Field, the presentation of the knowledge in a holistic and integrated way relevant to the life of the student, the atmosphere of mutual support and understanding, and the encouragement of development by fellow students and teachers" (p. 485).[Back]

3. Thanks to a recent publication of the Assessment Forum of the American Association of Higher Education, it is possible to gain a perspective on the entire range of assessment currently underway in higher education institutions. Of the 28 undergraduate institutions whose assessment programs are summarized in this brochure, 14 use some measure of achievement, and 14 (some of the same ones) use a measure of academic skills (usually the College Outcomes Measures Project of the American College Testing program or the newly launched Academic Profile offered by the Educational Testing Service). Only three are looking at changes in personality, with an additional two that were interested in learning styles. Eight employed some surveys of students values or interests, usually that of the UCLA-based Cooperative Institutional Research Program, and not usually for the purpose of longitudinal comparisons. Only one university reported measuring basic abilities or traits such as creativity or intelligence. In this case it was moral development. Therefore, one can fairly say that there are still few efforts to measure changes in basic ability, and none reportedly including physiological maturation.[Back]

4. While steps have been taken toward the establishment of Vedic Science based institutions of higher learning on almost every continent, the other well-established Vedic Science based institution of higher learning is in Oslo, Norway.[Back]

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